Documenting the Creative Process Rubric

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B1, B2, C1, C2, C3
Assignment:Document your creative process as you create your own piece of Theatre
Include photographs and descriptions for what you have developed in the lessons during the week (B)
 Your own individual ideas for either the next scene or how you could improve the scenes that you have worked on in class (B)
Evaluating the product so far and identifying weaknesses that could be improved ©
 Linking back all ideas to your artistic intention and your production concept (B)
Explicitly state feedback that you have received – noting how you applied it and the effect that this application had ©
 Reflecting on your own development ©
Reflecting on how the group is working together ©
 Making connections between progress, the way the group is working, individual development, the quality of the ideas etc. ©


Tick
Task specific Level Descriptors

0
 The student does not reach the standard described by any of the descriptors below

1– 2
  • uses a limited number of ideas, techniques and artistic conventions to create, perform a play.
  • requires considerable teacher's guidance to demonstrate (including evidence from the developmental workbook) a limited level of proficiency in applying some skills, techniques and processes needed to create, perform a play.

3– 4
  • uses simplistic ideas, techniques and artistic conventions to create, perform a play.
  • requires teacher's guidance to demonstrate (including evidence from the developmental workbook) a limited level of proficiency in applying some skills, techniques and processes needed to create, perform a play.

5– 6
  • uses a range of simple ideas, techniques and artistic conventions to create, perform a play.
  • demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency in applying some skills, techniques and processes needed to create, perform a play.

7- 8
  • uses some complex ideas, techniques and artistic conventions to create, perform a play.
  • demonstrates (including evidence from the developmental workbook) a satisfactory level of proficiency in applying some complex skills, techniques and processes needed to create, perform a play.

9- 10
  • uses several complex ideas, techniques and artistic conventions to create, perform a play.
  • demonstrates (including evidence from the developmental workbook) a high level of proficiency in applying several complex skills, techniques and processes needed to create, perform a play.

Tick
Level Descriptors: Criterion C ‘Reflection & Evaluation’

0
 The student does not reach the standard described by any of the descriptors below

1 – 2
  • has difficulty identifying areas that they have found particularly easy or challenging
  • has difficulty identifying strengths and weaknesses in their work
  • has great difficulty responding appropriately when receiving constructive feedback

3 – 4
  • lists areas that have been particularly easy or challenging
  • lists strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher

5 – 6
  • describes the progress they have made so far and identify areas that have been particularly easy or challenging
  • identifies and describes the strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher and some peers
*

7 - 8
  • describe in detail the progress they have made so far and identify areas that have been particularly easy or challenging
  • identify and describe in detail strengths and weaknesses in their work
  • responds appropriately when receiving constructive feedback from the teacher and peers
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